Journal of Fisheries and Marine Sciences Education (수산해양교육연구)

The Korean Society for Fisheries and Marine Sciences Education (한국수산해양교육학회)
권호 표지

The Effects of Scaffolding Instruction by Zone of Proximal Development on Motivated Learning Strategies and Academic Achievement

Vygotsky의 근접발달이론에 의한 사회적 상호작용수업이 동기화학습전략 및 학업성취도에 미치는 효과

  • Received : 2004.03.29
  • Accepted : 2004.05.28
  • Published : 2004.07.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to examine the effects of scaffolding instruction on motivated learning strategies and academic achievement. Subjects of this study were 96 middle school first grade students in Busan, who were randomly assigned to two experimental group and one control group. The one experimental group had received scaffolding instruction by teacher, and the other experimental group had received scaffolding instruction by the interaction of peers. Control group were given traditional lessons only by the method of lecture. Students were given English Academic Achievement Test, Motivated Strategies of Learning Questionnaire. T test and ANOVA were used to analyze date. The results of this study showed that scaffolding instruction by ZPD turned out to have a positive influence on motivated learning strategies and academic achievement.

Keywords

References

  1. 김덕건․김판희, 또래간 집단유형과 교사의 참여가 유아의 문제해결 능력에 미치는 효과, 유아교육연구, 18(2), pp.263-282, 1998
  2. 김애자, 조력제공자 유형별 스케폴딩이 유아의 도덕적 추론에 미치는 영향, 동아대학교 대학원, 박사학위논문, 1999
  3. 김판희․김덕건, 유아문제 해결과정에서의 scaffolder 역할에 관한 연구, 유아교육연구, 16(1), pp.63-81, 1996
  4. 송선희, 근접발달영역을 고려한 교수-학습 방법의 효과성 연구 -컴퓨터 학습과 협동학습을 중심으로-, 고려대학교 대학원 박사학위논문, 1999
  5. 송선희, Vygotsky와 유아교육철학. 유아교육, 9(1), pp.29-44, 2001
  6. 심우섭, Vygotsky의 이론과 교육, 춘천교대 논문집, 2002
  7. 이희주, 교사와 또래와의 상호작용에 따른 비계설정 유형과 문제해결력의 차이분석, 한국교원대학교 석사학위 논문, 2000
  8. 전윤식, Vygotsky의 ZPD개념에 입각한 아동의 잠재능력과 교수 효과성의 측정, 교육학연구, 30(2), pp.151-175, 1992
  9. 정덕희, 유아의 프로젝트 활동에서 영어작문 스캐폴딩과정 분석. 중앙대학교 대학원. 박사학위논문, 2001
  10. 정은영, 근접발달이론에 따른 교사와 또래와의 상호작용이 문제해결력과 학습태도에 미치는 효과, 한국교원대학교 대학원 석사학위논문, 2002
  11. 한순미, 귀납적 추론과제에서의 아동의 근접발달의 측정, 숙명여자대학교 박사학위논문, 1993
  12. 한순미, Vygotsky와 교육: 문화-역사적 접근, 교육과학사, 1999
  13. 한은숙, Vygotsky 이론에 의한 성인과 유아의 상호작용과 유아의 문제해결과의 관계, 중앙대학교 대학원 박사학위논문, 1996
  14. 최희선, 협동학습을 위한 상호작용 유형과 비계설정에 관한 연구 -문자 언어 학습을 중심으로-, 한국교원대학교 대학원 석사학위논문, 2002
  15. Berk, L. E., & Winsler, A., 비계설정 Children's Learning : Vygotsky and Early Childhood Education. Washington, DC : NAEYC, 홍용희 역, 어린이들의 학습에 비계설정 : Vygotsky와 유아교육, 서울: 창지사, 1995
  16. Brown A. L, & Ferrara, R. A., Diagnosing zones of proximal development. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 275~305). New York: Cambridge University Press, 1985
  17. Cole, M., Cognitive development and formal schooling: The eveidence from cross -cultural research. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp.89-110). New York: Cambridge University press, 1990
  18. Damon, W., Peer education : The untapped potential. Journal of Applied Develop-mental Psychology, 5, pp.331-343, 1984 https://doi.org/10.1016/0193-3973(84)90006-6
  19. Damon, W. Problems of directions in socially shared cognition. WC: APA, 1991
  20. Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J., The relation of parenting style to adolescent school performance. Child Development 58, pp.1244-57, 1987 https://doi.org/10.2307/1130618
  21. Ellis, S., & Rogoff, B., The strategies and efficacy of child versus adult teachers. Child Development, 53, pp.730-735, 1982 https://doi.org/10.2307/1129386
  22. Fantuzzo, J. W., King, J. A., & Heller, L. R., Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84, pp.331-339, 1992 https://doi.org/10.1037/0022-0663.84.3.331
  23. Gillies, R. M. & Ashman, A. F. Behavior and interaction of children in cooperative groups in lower and middle elementary grades. Journal of Educational Psychology, 90, pp.746-757, 1998 https://doi.org/10.1037/0022-0663.90.4.746
  24. Kewley, L., Peer collaboration versus teacher-directed instruction : How two methodologies engage students in the learning process. Journal of Research in Chilldhood Education, 13, pp.27-32, 1998 https://doi.org/10.1080/02568549809594724
  25. Moll, L. C. (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press, 1990
  26. Palinscar, A. S., & Brown, A. L., Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), pp.117-175, 1984 https://doi.org/10.1207/s1532690xci0102_1
  27. Pratt, M. W., Kerig, P., Cowan, P. A., & Cowan, C. P., Mothers and fathers teaching 3-year-olds: Authoritative parents and adult scaffolding of young children's learning. Developmental psychology 24, pp.832-39, 1988 https://doi.org/10.1037/0012-1649.24.6.832
  28. Radziszwska, B. & Rogoff, B. The influence of adult and peer collaboration on children's planning skills. Development Psychology, 24, pp.840-848, 1988 https://doi.org/10.1037/0012-1649.24.6.840
  29. Scribner, S., Vygotsky's uses of history. In Wertsch, J.V.(Ed), Culture, communication, and cognition: Vygotskian perspectives. N.Y.: Cambridge University Press, 1985
  30. Steinberg, L., Elmen, J., & Mounts, N., Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child Development 60, pp. 1424-1436, 1989 https://doi.org/10.2307/1130932
  31. Vygotsky, L. S., Thought and language. Cambridge, MA: MIT Press. (originally published in Russia in 1934). 신현정 역 (1985). 사고와 언어. 서울 : 성원사, 1962
  32. Vygotsky, L. S., Mind in society: The development of higher psychological processes. Cambridge, MA: Havard University Press. 조회숙. 황해익. 허정선. 김선옥 역(1994). 사회 속의 정신: 고등심리 과정의 발달. 서울 : 성원사, 1978
  33. Wertsch, J. V., Vygotsky and the social formation of mind, Cambridge, MA: Havard University Press, 1985